The purpose of this study was to establish a facilitative environment for teachers' collaborative reflection on course design in higher education. Recently and along with changes in students' learning in higher education, there must also be some changes in teaching. Therefore, teachers, while able to make necessary decisions during the course, still lack a higher education environment that will back them up. The study tackled the 'Course design project' through action research, using "MOST" and clarified teachers' reflection about their course through the project. The findings demonstrated that factors promoting teachers' collaborative reflections are providing tools such as incorporating opportunities and perspectives for reflection on both the course and the class, making communities while considering homogeneity and heterogeneity, and constructing environments containing a diversity of communication styles.

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application/pdf

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jpn

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京都大学高等教育研究開発推進センター

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Center for the Promotion of Excellence in Higher Education, Kyoto University